Abstract:

The article responds to the current issues in the area of education in the Czech Republic, namely the implementation of digital literacy in the educational process and the development of pupil's digital literacy in all educational areas defined by the Framework Education Program for Basic Education. This issue is the content of currently discussed and prepared curricular documents and projects implemented at the national level. The staff of the Department of Mathematics of the Faculty of Education of Palacký University in Olomouc conducted a research investigation to verify the readiness of educational reality for these changes, especially the readiness of teachers at primary and lower secondary schools. As digital competences are expected to be developed across all subjects, it is also necessary to verify the readiness of mathematics teachers for these changes, their digital competence and their relationship and attitude towards this reform, the use of digital technologies in teaching and the development of pupils' digital competences in mathematics teaching. The advantage is that the area of Mathematics and its application contains many possibilities and opportunities for the development of digital competences.

However, in the curricular reforms implemented, digital literacy should be one of the main objectives of all school subjects (here mathematics), which should be achieved through appropriately designed curriculum and adequate involvement of digital technologies. Thus the main goals of teaching mathematics will be both the development of mathematical literacy and digital literacy.

Our research among mathematics teachers at primary and lower secondary schools is about to what extent they are ready to develop pupils' digital literacy as part of their mathematics lessons. The article follows the contribution Nocar, D. et al. Development of Pupils' Digital Literacy in Teaching Mathematics (in EDULEARN19 Proceedings), in which we described the theoretical basis of the announced reform and the implemented project. In this follow-up paper we present the results of one part of the research, which examines the current state of the relationship of teachers to the use of digital technologies in mathematics teaching and the possibilities of developing digital literacy of pupils from the perspective of mathematics teachers.

The questionnaire survey was chosen by the data collection technique for the implementation of the planned research. The questionnaire used closed questions, open questions as well as semi-closed questions. Questionnaires were electronically distributed to primary and lower secondary schools in the Czech Republic. The data obtained from the questionnaire were analyzed and processed using standard statistical methods.

Keywords:

Mathematical literacy, digital literacy, revision of curriculum.